In 2016, the National Standards for School-based Initial Teacher Training (ITT) Mentors were published in England. The purpose of this paper is to critique these standards through a comparison of how others have framed and defined the role of the mentor, drawing on equivalent standards already published in nursing (2008) and social work (2012).,An analysis of three sets of professional standards was conducted by adapting the “constant comparison” approach in which the researchers sought to combine a form of inductive coding with comparison across the texts. This enabled the identification of a number of common themes and omissions across the three sets of standards.,The analysis revealed the ITT mentor standards provide a comparatively limited account of the role of the mentor, particularly in relation to the process of assessment, the power dynamics between mentors and student teachers, and the school as an institutional site for professional learning.,The study’s originality lies in the inter-professional comparative analysis, which revealed a number of potentially contentious issues not immediately apparent from a close textual analysis of the ITT mentor standards.

中文翻译：

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批判英国的“校本初始教师培训导师国家标准”

2016年，英国发布了《学校教师初始培训国家标准》（ITT）。本文的目的是通过比较其他人如何构架和定义导师的角色来批判这些标准，并参考在护理（2008）和社会工作（2012）中已经发布的等效标准。对三套标准的分析通过采用“恒定比较”方法来进行专业标准研究，研究人员试图将归纳编码的形式与文本之间的比较相结合。这样一来，就可以确定三套标准中的一些常见主题和遗漏之处。分析表明，ITT指导者标准对指导者的作用相对有限，特别是在评估过程中，